Presentation on theme: "IMPLEMENTATING BOLOGNA PROCESS AT THE UNIVERSITY OF MOSTAR"— Presentation transcript:

2STUDYING AT UNIVERSITY OF MOSTARThe Senate of the University in Mostar has decided to follow the changes taking place in the high education around Europe, in order to avoid the isolation. The result of such a decision are the modern teaching plans and programmes of our studies, based on the ECTS (European Credit Transfer System) (Decision year.)Today, studies at the University of Mostar are adapted to Bologne process and to value students’ work in accordance to ECTS.

3OUR APPROACH Promotion of the ECTS principles and philosophyComprehensive guide to ECTSOpen Forum on University level for promotion of institutional, national and international experiencesCooperation with student organizationsParticipation in European networks and TEMPUS projectsAnalysis of current programmes based on ECTS principlesRegional cooperation in ECTSEstablishment of Total Quality Management System at University

5RESTRUCTURING UNIVERSITY DEGREES ACCORDING TO BOLOGNAThe studies are composed of following levels:3 YEARS180 ECTSPh.DDOCTORAL STUDY1-2 YEARSECTSMASTER STUDYMasterUNDERGRADUATE STUDY3-4 YEARSECTSBachelor

6DEGREE STRUCTUREIt should be pointed out that starting with the academic year2005/2006 teaching process was organised according to theBologna Declaration as follows:(3+2+3) Faculty of Agronomy, Faculty of Civil Engineering, Faculty of Philosophy and Humanity, Faculty of Mechanical Engineering and Computing (Computer studies), Faculty of Science and Education (except Music education (4 +0) and Primary education (5+0) )( ) Faculty of Mechanical Engineering and Computing (Mechanical Engineering), Faculty of Economics(5+0+3) Academy of Fine Arts, Faculty of Law(6+0+3) Faculty of Medicine(3) Medical college

8QUALIFICATION FRAMEWORKBachelors degrees* knowledge and critical understanding of the well-established principles of their area of study, and of the way in which those principles have developed;* ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;* knowledge of the main methods of enquiry in their subjects, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;* an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

9QUALIFICATION FRAMEWORKMasters degrees* a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;* a comprehensive understanding of techniques applicable to their own research or advanced scholarship;* originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;* conceptual understanding that enables the student:to evaluate critically current research and advanced scholarship in the discipline; andto evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

10QUALIFICATION FRAMEWORKDoctoral degree* the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;* a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;* the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;* a detailed understanding of applicable techniques for research and advanced academic enquiry.

11IMPLEMENTATION OF THE ECTS METHODOLOGYCurriculum development processDefine the basic function of the education to be offeredDefine competencies and overall goalsDefine the curriculum modelWork out the course formats, workload, and course and module contentDetermine how the curriculum will be evaluated and developedCriteria for accreditation

12IMPLEMENTATION OF THE ECTS _ METHODOLOGYGoals of the curriculum restructuringStudies at the University of Mostar are made with the aim to fulfil the following goals:to equalize stated and effective length of study;to rationalize students’ obligations concerning lectures and exams;to adjust to market requirements at home and abroad;to make the study attractive for new students.

13IMPLEMENTATION OF THE ECTS _ METHODOLOGYBasic Parameters for curriculum developmentThe year is ~ 1600 hours of work on the part of the student800 hours per termStudents should not have more than 25 term classes (lectures, workshops, seminars etc.).The student’s work week is ~ 40 hours,One year is 60, each semester 30 ECTSStudents can have the most 9 exams per an academic yearCurriculum courses can be basic, specialized or elective. Number of certain courses depends on the type of study.

14IMPLEMENTATION OF THE ECTS _ METHODOLOGY COURSE DESCRIPTIONSExpected learning outcomes/competencesCredits as measure of student workload or notional learning time required to achieve the expected learning outcomesContentType of course/educational activityLevel of course/activityTeaching/learning and assessment methodsLiteratureThe teacher studies the subject matter of his/her course in respect of scientific aspects and professional aspects.Outlining policies and procedures for the course as well as a week by week description

15IMPLEMENTATION OF THE ECTS METHODOLOGYCourse analysisTeacher sorts the components of the subject to the core categoriesCore knowledge80 % (teaching time)Supplementary knowledge15 %Specialised knowledge5 %vital knowledge which one must possess in order to be able to acquire more knowledge (theories, models..) .adds theoretical details and clarifies less common applicationsdeepens of a specific area.

17IMPLEMENTATION OF THE ECTS METHODOLOGYStudent workloadThe process of defining student workload is not trivial because it has repercussions on the work of the student in relation to such issues as the number of hours in class, the preparation that students need before and after the class, the work done independently by the student or the professor’s method of teaching.To determine a student’s workload measured in 5 day weeks(One week = 40 h of a student’s work)Different modes of studying (student’s Learning methods)reading literaturepreparing for examscontact teachingworking on his/her owndoing written assignments, etc.

18IMPLEMENTATION OF THE ECTS METHODOLOGYStudent workloadThe implementation of ECTS in this study has consisted of collecting data from students and teachers about the workload.The Work group for implementation of ECTS a form was sent to every teacher responsible of subject, requesting these two data sets with respect to their subject area.A survey was distributed among every registered student who had passed their examinations in the subjects in question in the previous year, asking for these data for each subject.The data collected as a consequence of the process previously described have been analyzed on two levels. At one level, data grouped in years was analyzed by ECTS coordinator. At another level, data obtained on every single subject was sent to the teachers in charge of the subject, so that they could analyse them individually and make their own decisions.

19IMPLEMENTATION OF THE ECTS METHODOLOGYThe course workload analysisFORM FOR CHECKING WORKLOAD OF AN COURSE(to be completed by the student and teachers) Programme of Studies:………………………………………………….Name of the course:……………………………………………………...Target group:…………………………………………………………….Level of the unit:…………………………………………………………Entrance requirements:…………………………………………………..Number of ECTS credits:………………………………………………..Competences to be developed:…………………………………………..1………………………………………………………………………….2………………………………………………………………………….3………………………………………………………………………….4………………………………………………………………………….Learning outcomesEducational activitiesAssessmentEstimatedstudent work time in hours

21IMPLEMENTATION OF THE ECTS METHODOLOGYECTS GradingThe ECTS grading system was not designed to replace the national grading systems, but to enhance the understanding of them in other countries.Use of the statistical data to define students into large groups to more easily make a ranking.Government decision to implement it nationally.GradesDescriptionPercentNational GradeAExcellent10%5High level of knowledge. Good analytical ability. Independent use of knowledge.BVery good25%4Good overview of the field of study. Independent use of knowledge.CGood30%3Able to explain the most important elements in the field of study. Some independent use of knowledge.DAdequateOverview of the most important elements are lacking. Can not use the knowledge independently.EPoor, but sufficient2Satisfies the minimum standard, but no more. Not able to use the knowledge independently,FFailed1Lacking both detailed knowledge and overview.

22ECTS MANAGEMENT Who What HowPro-rector for Teaching ProcessLeads all the processMaking Action Plan of Activities (APA) including Common Guidelines (CG) for the curriculum design and unified ‘skill’ courses for proceeding and drafting the outcomes in the unique forms for reporting to the Rector and at the University’s bodies (Council, Senate, Board) that are responsible for decisions.DeanImplements; Lead Faculty ActivitiesImplements the APA and CG organizing and leading the activities in the faculty level.

23ECTS MANAGEMENT Who What HowECTS TeamsWorkshops and debate on Learning OutcomesECTS Teams including external stakeholders leads the process of designing program Learning Outcomes (LO) in terms of: Knowledge and understanding; Competences and skills; Attitudes and Concepts; and defining the Job Opportunities.Faculty CouncilCurriculum architecture and modulesDrafting the curriculum architecture for the ECTS Accumulation: ex. Core/Elective ratio, Free electives, Advanced Electives, Internship.

24ECTS MANAGEMENT Who What HowAcademic staffThe LO; Syllabus; and ECTS for the coursesBased on the Program Learning Outcomes, Curriculum Architecture, Common Guidelines on the University Level academic staff appointed will propose Syllabuses, Learning Outcomes; including all aspects and requirement for allocation of the ECTS.University Council, Senate, BoardTaking the DecisionProcess will end with discussing draft of curriculum at the University’s bodies:- The Council: regulatory aspects;- The Senate: academic aspect;- The Board: strategic aspects.

25ECTS MANAGEMENTUniversity (Institutional) ECTS Coordinator ensures the commitment of the institution to implementation of ECTS principles and supervises the mechanism for the correct use of ECTS tools.Faculty ECTS Coordinator is the contact person for students and academic staff within the faculty and deals with the practical and academic aspects of ECTS.

26DIPLOMA SUPPLEMENT Every student Every type of degree Upon graduationTogether with official diplomaFree of chargeENGLISH language

27MOBILITY AND INTERNATIONALISATIONMain prerequisites for ensuring mobility and internationalisation:A common currency for measuring workload (ECTS)A standardised format for the description of curricula , including desired learning outcomes, teaching/learning approaches and assessment methodsA standardised format for the description of students curricular choices and achievements (ECTS Transcript of records)Greater international visibilityComparable study programmeMore reliable partners for student/teacher exchanges and joint programmes of study

30QUALITY ASSURANCE OF CURRICULAConstruction of curricula that can be completed in timeGreater emphasis on competences to be developed and employability of graduatesGreater attention to the learning processStudy programmeQuality?Set up quality indicatorsStudent questionnairesTeacher questionnairesTeacher self evaluationsEvaluation of examsEvaluation of programme flexibilityEvaluation of resourcesEvaluation of the administrative supportDocumentationInformation systemStaff portfolioEnhancement measuresPublic availability

31QUALITY ASSURANCE On-line students’ rating of teachers’ performanceTo set the system of regular teaching quality assessment (started during the academic year 2004/05).Student’s evaluation of individual coursesTeachers’ perspective on quality in education at the FacultyTo collect information on teaching quality from teachers’ perspective.All teachers should fill in the self-evaluation questionnaire compatible with the students’ one.Student perspective on quality in higher education at the FacultyTo analyse the quality of student engagement and their learning experience.

32RELATIONSHIP BETWEEN UNIVERSITY AND ENVIRONMENTPresent situationThe university is involved in the economic and social development of the surrounding region.The university is flexible, uses the existing resources in a creative way, reassign its staff according to the environment request.The university performs an independent activity, based on its own risk.University of Mostar establish cooperation withUniversities and colleges in the region and EU (Croatia, Slovenia, Germany, Italy, Austria….)Industry in region (Focused on Individual Firms )Public institutionOther institution and company

33RELATIONSHIP BETWEEN UNIVERSITY AND ENVIRONMENTCooperation between university and the environment is developed on three major fields:Students education and training: by developing cooperation in practical placement, graduation / dissertation theses with subjects proposed by the economic environment; identifying the needs of the economic environment and changing the academic curricula in terms of these needs;Research and development: scientific research and technological transferTraining in alternative systems: life-long education, open distance learning, low frequency, by launching the university offer into the economic environment, on one hand, and by identification the needs of the environment and their tuning to the university offer, on the other hand.

34RELATIONSHIP BETWEEN UNIVERSITY AND ENVIRONMENTGovernmentsThe representative of government are included in management of University.The university advisory boardMembers:4 members from University (represents from scientific staff from different faculties) 4 members from public institution (government) The term of office of the Board is two years.The external members taken together must have insight into matters relating to research, education, knowledge dissemination and knowledge exchange as well as experience in management, organization, and finance, including evaluation of budgets and accounts and must furthermore comply with the requirements of the UniversityTasksThe University Board is the highest authority of University of Mostar. The Board is responsible for the university’s interests as an institution of education and research and as such lays down the directions for its organization, long-term activities, and development.

35FURTHER ACTIVITIES Computerized management systemDegree programs structural descriptionInterface for signing up to courses at the beginning of the semesterInterface for signing up to exams at the end of the semesterDatabase of all the grades and other learning activities of studentsBackground of the automatic creation of diploma supplementsServes as a communication surface ( , sms)Connected with student bank account serves as financialmanagement surface- Background of the e-learning system

36FURTHER ACTIVITIES IT support of the processes at UniversityFormulate local, out-put oriented objectives in addition to national / regional onesFocus on continuous developmentDevelop a system of indicators based on quantitative data and questionnairesMake regular assessments using international teamsInternationalisation of faculty and student exchangesTotal quality approach

37THANK YOU FOR YOUR ATENTIONUNIVERSITY OF MOSTARTHANK YOU FOR YOUR ATENTION